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Prairie View A & M University – Whitlowe R. Green College of Education

Teacher Work Sample

Fall 2009

Submitted:

Billie Holstein

17444 Country Lane, Waller, TX 77484

Certification: EC – 4

Generalist

Ms. Gloria Peppers

Holleman Elementary

Waller Independent School District

3rd

Taught Reading/ Language Arts & Science,

(Observed 3rd

grade Math), 4th

Observed, & 5th

Observed grade

Reading/ Language Arts

0923021972 EC – 4 Generalist 2

Teacher Work Sample

Section 1: Contextual Factors

According to Waller Independent School District (2008), which has been noted as the

second largest school district in total square miles in the Houston area, encompassing 328 square

miles in Waller and northwest Harris Counties. The average income per household is $33,162

(Waller, TX, 2009). Waller ISD is located on Hwy 290, approximately 40 miles northwest of

downtown Houston, in a semi-rural/agricultural region that is currently undergoing rapid

residential and commercial development. Eight Waller ISD campuses serve over 5,300 students.

(Waller Independent School District, 2008) As a matter of fact the most greenery other than

grass that one may find at I. T. Holleman Elementary may consist of several Crepe Myrtles, an

oak tree or two, a few shrubs, Hibiscus, and a small pumpkin patch.

For nine consecutive years, Waller ISD has been the safest Harris County school district

among the twenty-two compared for juvenile offender activity (from Annual Reports of the

Harris County Juvenile Justice Alternative Education Program). WISD employs five full time

school resource officers from the Harris County Sheriff’s Department to help keep our students

safe. Since 1887, Waller ISD has had a long standing tradition of academic and extracurricular

excellence (Waller Independent School District, 2008).

According to the Texas Education Agency

Academic Excellence Indicator System (2009), I.

T. Holleman Elementary School sited in Waller

Independent School District educated seven

hundred and twenty-six students during the 2007

– 2008 school year. During that time, the grade levels spanned from Prekindergarten to the


fourth grade. This school corresponds with the campus number 237904102. In 2008, the school

had an accountability rating of Recognized in addition to Gold Performance Acknowledgments

noted as Comparable Improvement in Mathematics.

The third grade has been divided into two sections: TAKS Met 2008 Standard

Grade 3 (English) First Administration Only and TAKS Met 2008 Standard Grade 3 (Spanish)

First Administration Only with each being treated as two equal parts of a whole. Then it breaks

each half into three sections with fourteen subsections giving the researcher the breakdown for

the test.

The district overall for Third Grade English Administration of the TAKS test improved

four percent for the reading. The math improved one percent, and all the tests improved by four

percent during the 2007 – 2008 school year, whereas the Third Grade Spanish Administration of

the TAKS reading improved by eleven percent, the Math rose by twenty-four percent and all

tests improved by two percent.

As a whole the state for Third Grade English Administration of the TAKS test revealed

no difference for the reading, the math improved three percent, and all the tests improved by two

percent during the 2007 – 2008 school year, whereas the Third Grade Spanish Administration of

the TAKS reading improved by two percent, the Math rose by four percent, and all tests

improved by five percent. This information is noted in figure1and figure 2.

Figure 1 The pie chart indicates the increase found during the 2007 - 2008 school year between the

State and the District.


Figure 2. The pie charts depict the increase found during the 2007 - 2008 school year between the State and the District.

It appears that although the standards for both the English and the Spanish administration

of the tests were broken into two equal parts there was a vast difference between the two as

shown in figure 3. Although the Spanish scores increased drastically in some areas, the English

scores are still significantly higher than the Spanish scores.


Figure 3. This bar graph represents the difference between the English and Spanish TAKS scores within

the District during the spring of 2008.

While keeping in mind that reading is necessary to achieve goals in education, Waller

Independent School District should continue with their achievements in Reading, but focus on

their Mathematics and other test scores such as Spelling, Science, Art, PE, and Music that are

incorporated in the I. T. Holleman Elementary school song…

“H-O-Double L-E-M-A-N spells Holleman

Proud of all the things we learn to do here, do here

Reading, spelling, science, math, art, PE, and music.

H-O-Double L-E-M-A-N you see.

That’s the place where the rule is to help each other all the way

It’s Holleman – A great place to learn!

NUMBER ONE!” (About Holleman Elementary School , 2008)

Instructional Implications of the Community

The Holleman Parent – Teacher Organization works very hard to give our students many

different cultural experiences and learning tools in the classroom. They hold a membership drive

in the fall each year, where anyone can join for $3.00 to help support the students and the

school. The PTO's big fundraiser is the Fall Festival, and is generally held in October. Students

sell raffle tickets prior to the festival. On the day of the festival, the parents, students, and


teachers have many activity booths set up for the community to participate in. There is also a

large auction in Holleman Cafeteria of donated and student-made items. In addition to this,

Holleman has volunteers that spend time doing a number of a number of things: one-on-one

tutoring, classroom preparation for teachers, work in the library, and more.

This school has some teachers will do just about

anything for box tops, including Prairie View A & M

University’s own little Ms. Jessica Derkowski.

This is actually some sort of box top contest. Basically,

students bring in their box tops for education and trade

them with the school for a right to vote on the teacher

of their choice to kiss the cow. Ms. Derkowski and

many others were the lucky winners. Some of the teachers were chosen twice.

Instructional Implications of the School

Holleman Elementary opened its doors in 1974 and was named after long-time educator I.T.

Holleman. I.T. Holleman was 18 years of age when he began his career in education – a career

that spanned 41 years. Holleman was named principal of the Waller School in 1939, and the

superintendent of the district in September 1942 – a position that he kept until June 30, 1973.

Holleman Elementary (2008) is one of five Waller ISD elementary schools that now

serve Pre k-fifth grade students with quality educational programs that honor individual learning

styles in positive and supportive environments. Among the programs and enrichment

opportunities offered are: Bilingual in Pre K, dual language in K-fourth; School-wide Title 1

reading and math; Boys Town Social Skills; Balanced Literacy Program; Accelerated Reading

Program; Dyslexia Program; Discovery Gifted and Talented; inclusion of students with


disabilities; two computer labs, and Content Mastery. Holleman Elementary benefits from strong

PTO support, active volunteer program, and after school programs. With that being said one may

easily see why the school’s motto is: “Holleman: A Great Place to Learn!” (About Holleman

Elementary School , 2008)

Mrs. Godwin became the principal of Holleman Elementary School in 1992. She was a

first and second grade teacher for 22 years in Waller ISD before

becoming the Assistant Principal of Holleman Elementary School in

1990. Originally from Nacogdoches, Texas; Mrs. Godwin received a B.S.

degree in Elementary Education from Stephen F. Austin University and a

Masters Degree with a Mid-Management Certification from Prairie View A&M University. Mrs.

Godwin enjoys working with young children and reading children’s books. For relaxation, she

likes to go to the beach, spend time with her family, and go to the movies. (Waller Independent

School District, 2008) Mrs. Godwin would be first to tell anyone that she does not do this alone.

Instructional Implications of the Classroom

Let’s begin with the classroom. One should keep in mind as prior stated that this school

has been open for 39 years. The classrooms are small. The school is due for some repairs. The

plumbing is old. There are ants and mice. Very few of the classrooms have doors. Some parts of

the school are a lot colder than others. There is a musky smell in the school, however, it is clean.

Generally speaking, all of this is what one might expect

of an old building.

This year the school received new table desks

that no matter how nice it maybe for the teachers to have

matching furniture it is too big for the classrooms (which


in some cases are only approximately x . Each classroom that I have seen has at least

five computers. The school has an ample library with plenty of books and computers as well.

When it rains the gymnasium floor bubbles up really bad in certain places. Anything that is made

for breakfast or lunch can be smelt in the third grade hall, even if it is occasionally burnt.

The teachers are equipped with a Lap Top computer, an Elmo, printers, Die cuts, a

Laminator, Poster maker, they have plenty of Projectors, a telephone, the internet with limited

access, two refrigerators for all of the teachers to share, toaster, coffee pot, four microwaves, a

Wii (for special privileges such as PAW Winners), and an ice machine. The only complaint other

than the temperature that I could note from the teachers may be the plumbing considering five

grade levels share three sets of restrooms (girls 6 stalls; boys 4 stalls, 4 urinals, 3 teachers), one

of which was recently fixed for the third time since I began Student Teaching, at which time

another became out of order (see Figure 2, 3, 4, and 5).

Figure 1 shows the total usage of facilities at Holleman with all facilities working.

Total Facility Usage for Students at Holleman Elementary School

Gender Total

number of

students

2007 - 2008

726

Multiplied

by

Number

of trips

taken

Divided by

Number of

facilities

available

Multiplied

by Time

taken

each time

Total amount of time

utilized divided by 60

(to change minutes to

hours)

Girls 341 2 per day 3 facilities

(18 toilets)

5 minutes 3 hours 16 minutes

Boys 385 2 per day 3 facilities

[24 (4 stalls

& 4

urinals)]

5 minutes

each

3 hours 7 minutes

This may not be considered as a potential problem at this point, however if one takes the

initiative to see what happens when just one facility becomes unusable it may create a problem.


Figure 2 shows the total usage of facilities at Holleman with only two facilities working.

Total Facility Usage for Students at Holleman Elementary School

Gender Total number of

students

2007 - 2008

Multiplied

by Number

of trips

taken

Divided by

Number of

facilities

available

Multiplied

by Time

taken

each time


utilized Divided by 60


hours)

Girls 341 2 per day 3 facilities

(18 toilets)

5 minutes 3 hours 16 minutes

Boys 385 2 per day 2 facilities

[16 (8 stalls

& 8

urinals)]

5 minutes

each

4 hours 1 minute

Naturally, if one facility is broken, the teacher will naturally take all students to another facility during whole

class trips to the restroom. This chart however does not include the time loss possibility of another class

already utilizing the next facility.

Figure 4 shows the disruption to classrooms due to lack of classroom doors while students are at the

restrooms.

Disruption Times for Students in Classrooms without Doors

Time Lost with 2 Restrooms Time Lost with 3 Restrooms Difference in Time Lost

5 hours 13 minutes 3 hours 16 minutes 1 hour 57 minutes

Figure 4, shows things from a different perspective. If a teacher has anywhere from 17 to 23 students and two

classes are waiting to utilize the restrooms things may get out of hand. Classroom Management may become a

problem. Imagine having all of these students outside your classroom talking and carrying on until the teacher

is able to regain control the classrooms nearby are being disrupted.

What about the teachers? What happens if the teacher needs to utilize the facilities? Holleman

Elementary has three uni-facilities for teachers and staff. If the teacher needs to go first of all he/ she has to get

someone to watch the classroom. One is on one side of the school, while the others are by the office. See

diagram 1.

0923021972 EC – 4 Generalist 10

Diagram 1 shows a brief outline of the school’s trouble areas.

Diagram 1 also shows what may be considered as a problem areas for teachers and faculty

restroom usage.

0923021972 EC – 4 Generalist 11

Figure 5 shows the total usage of facilities for teachers and faculty.

Total Facility Usage for Faculty and Teachers at Holleman Elementary School

Person Total number

of Personnel

2007 - 2008

Multiplied

by

Number

of trips

taken

Divided by

Number of

facilities

available

Multiplied

by Time

taken

each time


utilized Divided by 60


hours)

Teachers

&

Faculty

69 (3 males,

66 females)

2 3 5 minutes

each

4.23 hours

Note* Table excludes Custodians, Kitchen Staff, Volunteers, and Nurse

The schools focus is mainly on its students where it belongs. With a 16:2% student –

teacher ratio, there are various classrooms that are utilized as storage areas as well as T buildings

( Academic Excellence Indicator System, 2008). They have incorporated something called

Intervention (as a form of tutoring) three days a week at various times of the day depending on

the student’s grade level. Since the school is doing so well, however they were turned down for

any additional funding for afterschool activities and tutoring.

One may join the YMCA, Girl/Boy Scouts of America, or the Chess club on Fridays.

However there is always the Principal’s Club in which meets once every six weeks. This club

attempts to show students appreciation by giving them certificates for A Honor Roll, A – B

Honor Roll, Attendance, Conduct, Citizenship, and Paw Awards. Parents are welcome to come

see their child cross the stage and take pictures. There is some help for students who really need

it in the mornings.

The students in the classroom that I have been working in all come from culturally

diverse backgrounds (17 white, 17 Hispanic, 4 African American, 1 Indian, 1 Asian). The

socioeconomic status of the class varies. The students are on various reading levels ranging from

1.2 to 4.9 and climbing.

0923021972 EC – 4 Generalist 12

At least one of these students try very hard, but still has a rough time in differentiating

between the sounds that the letters make in English compared to the sounds they make in

Spanish. It is really difficult for her considering the fact that her parents speak only their native

language when she needs help with her studies in English. She is always willing to put forth her

best effort, but that will not help her at test time.

Many of the students excel in doing their work. The hardest thing is keeping them

focused. I think that if I had to choose one student to feel sorry for it would be a tossup between

the teacher’s pet and the one who tries to be the class clown. One is too busy minding everyone

else’s business and being excused for it, while the other one will do just about anything to get

attention, of course this is only the opinion of an uncertified student teacher. The students who

are made examples of in the classroom are usually the boy, who does not care about what his

writing looks like, the class clown, and one of the African American girls in which really upsets

me. Most of everyone else gets away with murder. I do not know if some other teacher has given

these students bad marks in their permanent record, if someone said something to Mrs. Oliver

about them, or what the problem is exactly.

Instructional Implications of the Classroom Teacher and Teacher Candidate

Both the Classroom Teacher and the Teacher Candidate are

Caucasian females in their thirties. While the classroom teacher has nine

years of experience in teaching and two daughters under the age of five,

the candidate considers herself as a jack of all trades and master of none,

although she has four children that range from three to eighteen,

volunteered as a teacher’s assistant for two years in HISD, taught Bible

verses to students in two different schools in Houston.

Mrs. Mary Jane

Oliver, Third grade

teacher

0923021972 EC – 4 Generalist 13

According to Michigan State University (2006), Instructors develop a teaching style

based on their beliefs about what constitutes good teaching, personal preferences, their abilities,

and the norms of their particular discipline. Some believe classes should be teacher-centered,

where the teacher is expert and authority in presenting information. Others take a learner-

centered approach, viewing their role as more of a facilitator of student learning.

Mrs. Oliver has more of a teacher – centered approach to education, while my approach

is more students – centered. Therefore at the beginning of this week of instruction, I was

concerned that we were going to step on each other’s toes. That was not the case. We agreed to

disagree at times, however we utilized being in the classroom together as a tool. We decided

early in the semester to look at things as if each of us had a closet. Mrs. Oliver’s closet was fuller

than mine. She would go through hers to decide what to throw out and what she would keep and

I would work on filling up mine. I have learned various things from Mrs. Oliver including the

fact that although my closet may be empty, that does not mean that I have to go on impulse buys.

Instructional Implications of Students

Overall, at the beginning of the year, our class consisted of three classes; one class which

contains twenty-one students twelve girls (one African American, five Caucasian, six Hispanic)

and nine boys (five Caucasian, three Hispanic, and one Indian)], the second class contains

nineteen students (Caucasian two boys and five girls; Hispanic four boys and one girl; one Asian

boy), and the third in which we only see every other week contains twenty - three students (all

Hispanic, thirteen girls and ten boys). All of the students range from eight to nine years of age.

For the most part, I believe that all of these students are hands – on learners.

Our students come from various cultures that range from Caucasian, African American,

Hispanic, Indian, and Asian. The students’ interests range anywhere from motor bikes, hunting,

0923021972 EC – 4 Generalist 14

books, cheerleading, sports, and helping, etc. Their reading levels vary from approximately 1.2 –

4.5 according to Accelerated Reader. Regardless, of these things these classes contain some of

the smartest students. As I stated previously, the only problems that I foresee during my lessons

will result from time and classroom management. I know what these students can do.

There is only one student who has Special needs and he is taken out of the classroom

most of the time. I am unable to provide too much information considering, I have been unable

to find out what his needs are. What I am able to share with you is that he is a very smart boy.

Toward the end of my being in this room he was placed back into the room. He needs time and

attention modifications as far as I can tell. I believe for the most part, this student needs more

time.

Another student (a girl), who came from Mexico, is really having a hard time, especially

with spelling. She really does her best to try to understand what she is supposed to do. She

attends tutorials regularly. If we keep praising and working with her, I am sure that she will be

fine. The main problem that she has is that both of her parents only speak her native language.

She would probably do better if she had some additional time to change the information from

one language to the other, but she will not get that in this classroom.

Section 2: Learning Goal and Objectives

During the week of October 26 – 30, 2009, my assignment was to have a Thematic Unit

complete for the third grade team based on Maurice Sendak’s book, Where The Wild Things Are.

I chose to use the adjectives section of these lessons for this Work Sample.

Unit objectives: The student is expected to:

3.4A The student is expected to: use vocabulary to describe clearly ideas.

3.3C The student is expected to: write to record ideas and reflections.

0923021972 EC – 4 Generalist 15

3.17C The student is expected to: compose elaborated sentences in written texts and use

the appropriate end punctuation.

3.20B The student is expected to: record his/her own knowledge of a topic in a variety of

ways such as by making lists and showing connections among ideas.

Students’ characteristics that need to be considered in teaching this unit:

Student learning styles

Socioeconomic status of the class

Location

Prior knowledge of students

Grade level

Section 2: Learning Goal and Objectives

Appropriate Learning Level

This is a third grade Language Arts lesson that is parallel to the state TAKS test that is

given in third grade. This lesson includes various activities based upon the child’s style and

learning level. My goals for teaching this lesson are to help the student make comparisons and

expand their vocabulary.

Multiple Objectives Lead to the Goal

There are many objectives that lead to the goal of students being able to demonstrate the

knowledge of adjectives. A list of the objectives is as follows:

Decode regular multisyllabic words.

Read aloud narrative and expository text fluently and accurately and with appropriate

pacing, intonation, and expression.

Distinguish between complete and incomplete sentences.

Identify and correctly use various parts of speech, including nouns and verbs, in writing

and speaking.

Write and speak in complete, coherent sentences.

http://www.gameclassroom.com/node/49962http://www.gameclassroom.com/node/50003http://www.gameclassroom.com/node/50003http://www.gameclassroom.com/node/49162http://www.gameclassroom.com/node/49246http://www.gameclassroom.com/node/49246http://www.gameclassroom.com/node/47383

0923021972 EC – 4 Generalist 16

Objectives Match Learner Context

The purpose of this lesson is to help students discover words used in sentences to answer test like

questions such as those found on the TAKS test, in addition to expanding on the students

vocabulary to help the student to comprehend read information. This will help the student to see

the whole picture by clarifying the information. The students will utilize various strategies such

as expand vocabulary through wide reading, word study, and discussion. The students will be

able to apply relate sentence structure and language rules in a way that will permit them to

communicate information and ideas. This will permit the students to reflect and make

connections with language, texts, and personal experience. Relate knowledge strategies and skills

to various types of literature.

This lesson is also important when it comes to designing instruction considering that

Waller is continuously expanding. All of the students may not have the same opportunities,

therefore it is up to the teacher to try to help the students to understand. One of the classrooms

that I have been teaching consists of that all come from different places and have experienced a

variety of different things. At this time the students are receiving their education in a semi- rural

area.

These learners need to understand the attributes of respect, honesty, justice, courage,

hope, loyalty, and love. Considering the diversity of the classroom, it will help them to explore

each others in order to better understand themselves as human beings. These students work better

using the hands – on approach therefore they must be able to better understand each other.

Objectives Suggest Multiple Learning Activities

This lesson is filled with multiple learning activities. The student will use their rules for

sentence structure to complete the lesson. The students will also complete TAKS reviews that

review the basic instructional objectives covered in previous grades. All students will have had

practice with utilizing adjectives properly. The learning styles of the students will be met

through different types of teaching strategies.

Objectives Align with Texas Essential Knowledge and Skills (TEKS)

0923021972 EC – 4 Generalist 17

Level Objective TEKS TEKS Objective

5.1 Participate

in the lesson

during

discussion.

3.3 - C Ask and answer relevant questions and make

contributions in small or large group discussions (K-

3)

Texas Administrative Code (TAC), Title 19, Part II

Chapter 110

§110.5

5.2 Demonstrate

vocabulary

to clarify

ideas.

3.4 - A Use vocabulary to describe clearly ideas, feelings,

and experiences (K-3)


Chapter 110

§110.5

5.3 Write

complete

sentences.

3.17 - C Compose elaborated sentences in written texts and

use the appropriate end punctuation (3);


Chapter 110

§110.5

5.4 Make lists

of adjectives

to describe

the visitor.

3.20 - B Record his/her own knowledge of a topic in a variety

of ways such as by drawing pictures, making lists,

and showing connections among ideas (K-3);


Chapter 110

§110.5.

Section 3 Assessment Plan:

In this teacher work sample one may find various assessment strategies that range from

teacher checking, self- assessment, peer rubric assessment, oral assessment, student work

samples, and observation. These assessments seemed adequate for the lessons of my students for

various reasons. Teacher checking seemed appropriate in many cases due to the fact that the

answers may vary. Self- assessment had its place in trying to help build relationships and to help

0923021972 EC – 4 Generalist 18

the students reflect on their own work. The peer rubric assessment was actually very useful. It

was used for two reasons: It helped the students in feeling that I trusted them, but it was actually

used to keep the students in their seats and it kept them focused. The oral assessment was not

necessary; however the students are always asking me about my school. Some it helped the

students to feel like they were in a higher grade level and it gave them some additional practice

on things to come. Student work samples were utilized in grading the sequence/picture activity.

These had to be carefully looked upon to make sure that the students followed instruction.

Observation was a great tool to use in many cases, for the reader’s theaters it was natural, but in

other cases it helped to see which students had actually understood the lesson and it helped in

getting others back on track immediately.

In order to define what the students already knew I asked various questions. One day

early in the semester, when Mrs. Oliver was teaching and had to step out briefly, I pretended as if

I did not know how to teach the lesson and I had the student’s to walk me through it. The

student’s had left out the part of underlining the subject in one color and the predicate in another.

Mrs. Oliver quickly caught on to this and so told the students what to do. I went to each table and

told the student’s as if it was a big secret. The student’s loved it. Of course, Mrs. Oliver thought

that I was crazy, but the important thing was the kids knew the information.

The only misconceptions that I can note may be in the way to fold the Manila paper to get

a tri-fold. In other lessons not listed in this sample consist of the way to play a game called

Kaboom and knowing there right from there left. We literally had to hold our hands up in an L-

shape. The one that had the L going in the right direction was our left side.

Any of the following question stems could be used to lead the students toward achieving

the objectives depending upon which level of Bloom’s Taxonomy I was trying to achieve.

0923021972 EC – 4 Generalist 19

Knowledge

What happened after...?

How many...?

Who was it that...?

Can you name the...?

Describe what happened at...?

Who spoke to...?

Can you tell why...?

Find the meaning of...?

What is...?

Which is true or false...?

Comprehension

Can you write in your own words...?

Can you write a brief outline...?

What do you think could of happened next...?

Who do you think...?

What was the main idea...?

Who was the key character...?

Can you distinguish between...?

What differences exist between...?

Can you provide an example of what you mean...?

Can you provide a definition for...?

Application

Do you know another instance where...?

Could this have happened in...?

Can you group by characteristics such as...?

What factors would you change if...?

Can you apply the method used to some experience of your own...?

What questions would you ask of...?

From the information given, can you develop a set of instructions about...?

Would this information be useful if you had a ...?

0923021972 EC – 4 Generalist 20

Analysis

Which events could have happened...?

I ... happened, what might the ending have been?

How was this similar to...?

What was the underlying theme of...?

What do you see as other possible outcomes?

Why did ... changes occur?

Can you compare your ... with that presented in...?

Can you explain what must have happened when...?

How is ... similar to ...?

What are some of the problems of...?

Can you distinguish between...?

What were some of the motives behind...?

What was the turning point in the game?

What was the problem with...

Synthesis

Can you design a ... to ...?

Why not compose a song about...?

Can you see a possible solution to...?

If you had access to all resources how would you deal with...?

Why don't you devise your own way to deal with...?

What would happen if...?

How many ways can you...?

Can you create new and unusual uses for...?

Can you write a new recipe for a tasty dish?

Can you develop a proposal, which would...

Evaluation

Is there a better solution to...

Judge the value of...

Can you defend your position about...?

Do you think ... is a good or a bad thing?

0923021972 EC – 4 Generalist 21

How would you have handled...?

What changes to ... would you recommend?

Do you believe?

Are you a ... person?

How would you feel if...?

How effective are...?

What do you think about...? (Dalton, 1986)

The fact of the matter is that we all learn in different ways. Although teachers usually try

to lean their teaching in the manner that they learn best, they should keep in mind that their focus

should be on the way that their students learn best regardless of whether it they are visual,

auditory, or kinesthetic learners. After all, what may be easier for the teacher may end up being

harder if the student does not understand the lesson. One way to find out which way your

students learn best may be to ask or test them.

To meet the individual students needs there are many ways that I could adapt my

instruction, my classroom environment, modify time demands, and/or modify assessments on

various ways.

According to the Union of Reform Judaism (2009), I could modify the way that I present

the material that I teach. One way of doing this may be to give the class a general idea of what I

plan to teach before I begin the lesson. I could choose my words carefully when explaining

concepts. I could slow the lesson down or speed up whenever necessary. Another thing that may

help may be to cover fewer concepts at a time. Additionally, I could highlight the concepts in my

materials or give additional examples. Classroom environment modifications may also be useful.

Reduce distractions. Utilize oral instructions, use visual schedules, and checklists.

Enforce clear and consistent rules. Modify time demands by giving students more time to

complete their work.

0923021972 EC – 4 Generalist 22

Shorten test. Teach my students various time management skills. Space my students work

time out with breaks to meet student’s needs. One may also alternate between activities from

quiet to active or simpler with more demanding ones.

Modify assessments. Recognize and give credit for oral participation. Give tests in

various formats. Arrange for homework assignments to reach home with clear, concise

directions. Chart performance on an individual, confidential basis.

In order to find out whether the students were learning, I when I had them writing things

down, I consistently moved around the room looking to see their work. In addition to this, I

would develop questions that I randomly asked students. This kept them focused as well. They

never knew who I was going to call on next. (The IEP and Differentiated Instruction - No. V,

5765, 2009)

Guidelines: Assessment Plan

Pre-assessment:

Lesson Learning

Objectives

Types of

Assessment

Assessment

Format

Adaptations

5.1 3.4A The

student is

expected to:

use vocabulary

to describe

clearly ideas

Write a

paragraph

describing the

visitor.

Authentic

Assessment

Shorten paragraph, help

with spelling words

5.2 3.14A The

student is

expected to:

write to record

ideas and

reflections (K-

3)

Character Map Authentic

Assessment

Help students to

understand each part of

the map.

0923021972 EC – 4 Generalist 23

5.3 3.17C The

student is

expected to:

compose

elaborated

sentences in

written texts

and use the

appropriate

end

punctuation (3)

Write a

paragraph

describing the

visitor.

Authentic

Assessment


with spelling words

5.4 3.20B The

student is

expected to:

record his/her

own

knowledge of a

topic in a

variety of ways

such as by

making lists

and showing

connections

among ideas

(K-3);

Make a list of

adjectives in

Learning Log

Authentic

Assessment


with spelling words

Help brainstorm ideas.

Reliable Assessment

These practices are designed to assess the students’ knowledge of the lessons. The

assessments help the teacher to decide whether he/she should move forward or put more

emphasis on a particular lesson.

Pre-assessment - Prior to introducing a new lesson each child is given activities to gauge his/her

prior knowledge of the subject based on various TEKS objectives to permit the

teacher to better understand where the student is.

Formative Assessment - This is given as soon as the lessons are taught or shortly thereafter. It is a

multiple choice test that shows whether or not the student understood the previous

lesson. This is a general test without any type of modifications for any student.

0923021972 EC – 4 Generalist 24

- Modifications are made for those who do average on the test. They are not changed, because this test is treated like the TAKS test. The students treats this as

a practice TAKS test, therefore they try harder. They use various strategies that

have been taught prior in prior lessons.

Post-Assessment - This is given district wide as an assessment of all of the objectives that are being

taught during the lessons. This test is called a CBA and is usually administered

about once a month. This test provides the district with what they hope to be a

preview of the TAKS test. The test results are then made available district wide to

the teachers. This provides the teacher with necessary information that tells them

which areas need more support.

Valid Assessment and Scoring Procedures

All the tests are scored using the percentage right compared to the numbers of questions

that are on the test. This number is then geared again along the TAKS test. The passing rate is

75 or higher. The scores do not have a grading curve considering the fact that there is no curve

for the TAKS Test. The student knows that failure may result in repeating the grade level. The

following chart classifies the children based upon their academic levels in the room.

Sub Groups CBA #1 CBA #2

High Performers 90% passing rate 96% passing rate

Middle Performers 70% passing rate 85% passing rate

Low Performers 40% passing rate 50% passing rate

Section 4: Design for Instruction:

TEKS:

3.4A The student is expected to: use vocabulary to describe clearly ideas.

3.14A The student is expected to: write to record ideas and reflections.

3.17C The student is expected to: compose elaborated sentences in written texts and use the

appropriate end punctuation.

3.20B The student is expected to: record his/her own knowledge of a topic in a variety of ways

such as by making lists and showing connections among ideas

0923021972 EC – 4 Generalist 25

Objective: The student will use adjectives to describe people and/or monsters.

Materials:

o Monster footprints

o Poster of Monster

o Students Language Arts Logs

Teaching Procedure:

Focus activity Introduction of unit:

The teacher would be responsible for setting the scene. She / He would

place the monster footprints around the classroom as if a monster had

been there and walked throughout the class. As the monster toured the

classroom he "messed" things up. For example, he knocked some

supplies off of the counter, then proceeded and tipped over a desk. He

turned a picture upside down, scribbled on the chalkboard, stood the

stuffed animals on their heads, mixed up the calendar numbers etc.

The footprints would indicate the path the monster took.

Presentation:

1. The students would enter the classroom and observe that something

was there. They would walk the path and observe the things the

monster did.

2. After discussing sequencing with the students, brainstorm a list of

words that show order (first, second, next, then, after that, finally).

3. The students would be responsible for completing the following

sample story starter.

4. They would also be responsible for creating a title for their story.

Description

of the

Lesson

1. The teacher will then tell the learners that today we are going to

think about some of the words that we used to describe our visitor.

2. We will go through and create a list of the words that we used to

describe our visitor and compare our original thoughts to the facts

that we have discovered.

3. Then we will write these in our Language Arts Logs.

0923021972 EC – 4 Generalist 26

Closure: Today we have discovered that things are not always as they appear. How could this

help us when learning about new people or things?

Use of Technology

The use of computers could be very helpful in this lesson especially when it comes to re-

teach and/or extension activities. Computer interaction may help to capture the students’

attention rather than being bored with the teacher standing in front of the room teaching

drill and practice.

Section 5: Instructional Decisions

Instructional Decisions Informed by Student Performance

Classroom Management

I have made many changes to my classroom management. My latest and greatest

achievement is based on conduct/recess time cuts. Many teachers here have chosen to

make their students stand on the sidewalk during recess for a certain amount of time

during recess. This does not help for the most part, because the student just keeps all of

his/her excess energy built up and releases it upon his/her return to the classroom. This

can be the makings of a miserable afternoon by creating more distractions in the

classroom instead I say let them all run and play after all they only have fifteen minutes. I

found that it is much easier to shoot the parents an email, call the parents, or change their

conduct. Why make the whole class suffer for one student’s behavior. This may not work

for all of the students, but once the students see you pull one conduct folder the rest of the

class tends to fall back into place.

Diagnostic decisions

There is a student who was placed back into the classroom who has a behavior

disorder. In the beginning I would sit with this student and talk to him while he did his

work. I was asked not to do this anymore, because his other teacher did not have a

student teacher to help her with him. Therefore when he went into her classroom he

would shut down and not do his work.

0923021972 EC – 4 Generalist 27

I began watching this student from a distance and the problems just seem to get

worse. To me the solution was simple, but I completely understood what Mrs. Oliver had

said about the other teacher’s problem. I stayed away. What I was doing was not helping

him, but hurting him. I would only be there for one semester. I began trying to talk to him

alone and bargain with him to get him to do his work. This worked for a very short period

of time. I kept trying to find out information about his behavior, but could not obtain any

useful information. Then I became ill and missed some class time. Upon my return, I

learned that the boy had began beating his head on his desk in the other teacher’s

classroom. When things had begun to be getting better, I seen him at Intervention. He

was so happy. He showed me all of the awards that he had received at the Principal’s

Club meeting. I praised him for them. When he went home that night his mother had

found a mental hospital that would accept him. I was so upset. To me this did not make

any sense at all. Shortly afterward we were released for the Thanksgiving Holiday. When

I returned to school the following Monday my friend had returned. Mrs. Oliver obtained a

copy of his I. E. P. in which hardly says anything at all. The fact of the matter is that my

friend needs some attention. He has been doing great. He locates me at the school on a

daily basis to share his progress with me. I really think that the problem was that he was

hitting the panic button. He was overwhelmed the speed of the general education

classroom compared to the classroom that he was in prior to it. I tried to explain this to

the teachers in the beginning; however since I am a student teacher they refused to listen.

Raising your voice to this type of student will not get you anywhere.

Instructional Impact on Student Attitudes and/or Behavior

As I teach the Reading/ Language Arts lessons throughout the day, I want my students to

follow along and give me their undivided attention. Children are not like adults. They can move

around and fiddle with things and still get the message. At the same time, I want my students to

feel that they can confide in me as a part of building a relationship with them. If things get to out

of hand I can always ask for their conduct folder. I want my students to know that I have their

best interests at heart and that I will always make time for them. One way of doing this is not to

try to embarrass them in front of the others. This helps to alleviate many problems within the

0923021972 EC – 4 Generalist 28

classroom by helping us to build relationships and communication. As long as the door to

communication is available things within the classroom are simpler and we get better results.

0923021972 EC – 4 Generalist 29

Section 6: Analysis of Student Learning

Name

CBA Diagnostic

Percentage

CBA #1

Percentage

CBA #2

Percentage

Average

J’katie 80 95 100 91.6

John C. 50 85 80 71.6

John D. 75 90 90 85.0

Thomas 100 100 95 98.3

Roberto 90 100 100 96.6

Daniel M. 85 90 80 85.0

Daniel R. 100 98 98 98.6

Marla 75 85 90 83.3

Maria 95 88 90 86.6

Juanita 75 100 85 86.6

Taylor 85 98 89 90.6

Timothy 90 85 88 87.6

Abdul 40 60 75 58.3

Tamara 100 100 95 98.3

Kaitlyn 30 85 80 65.0

Angela 65 80 75 73.3

Kristen 100 100 100 100

Shelly 75 88 90 84.3

Teresa 70 88 85 81.0

Analysis of Student Learning

Most of the students have done much better on the CBA number 1 than on the Diagnostic

test. The third grade lessons are taught based upon the CBA for that month. There are certain

0923021972 EC – 4 Generalist 30

questions that are escalate from one lesson to another lesson, however those are looked upon

differently. They are looked at just for the teacher’s sake for student progress. I have watched

the students grow to understand more concepts in reading every day. They appear to be making

the connections. Some of the questions that still seem to really challenge the students are found

during the writing process. The students sometimes get bored with it. Occasionally the students

are challenged when they run into various information that they do not understand.

Interpretation of Assessment Results

Some of the students were off to a rough start however they have shown improvement.

With a little hard work they will be fine. I am very proud of the results of my classroom. I

understand that I cannot take full responsibility for them however they make me feel that this is

what I am supposed to be doing. As a student teacher I am very proud of my results within the

classroom. Test scores have improved. All of the credit should go to the students. I feel that I

have done everything that thing I could do to help them to achieve the necessary goals to

succeed.

Section 7: Reflection and Self-Evaluation

Honestly, I did not know what to expect. As a teacher, if this was a perfect world one

would hope that the student’s would understand the lessons the first time around. However since

that is not the case, I perceive that my expectations were that at least one would get the lesson.

As I have observed this class on many occasions, I feel that it is best to rotate my lessons in a

way that would permit my students to get up and move around at least during every other lesson.

I have also noticed that for the most part this classroom is full of hands on learners. Therefore I

utilized this as much as possible.

I assumed that many of the student’s knowledge prior to teaching the lesson would be at

least average, however I began my lessons in a way that was below where I thought that the

students were as a way to activate prior knowledge and help some of those students who were

too scared or embarrassed to ask questions, which could move quicker and worked my way up

0923021972 EC – 4 Generalist 31

from there. This semester, other than how to work various pieces of equipment, I have learned

that timing is everything. Other than that I know that I can teach.

My plan had seemed to work. The students who focused during the instructions or

directions were the ones who seem to understand things better. The problem for some of the

students was that they did not want to read the directions. I would like to think that I have done

well, however I am my worst critic. I believe that there is always room for improvement. After

all, if there is no room to improve one may begin to think that they know everything and to me,

that is where the trouble begins.

Teachers do not know everything. Just like others outside of the classroom, there must be

a desire to teach. Working with children can be taught, but it has to be something that one wants

to do, after all if you are not happy doing what you do it is just not worth doing it.

Holleman Elementary is a great school. They made me feel welcome into their

classrooms. They try very hard to make learning fun and teaching a pleasure. I have learned a lot

of teaching strategies and classroom management. One of the things I would improve in my

teaching would be timing. I would also like to make the reading unit have more fun educational

lessons in it. There are a lot of creative things that can be incorporated in teaching reading.

0923021972 EC – 4 Generalist 32

Here are a few things that I would like to share…

0923021972 EC – 4 Generalist 33

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2865

0923021972 EC – 4 Generalist 34

The Web Portal For Educators. (2009). Retrieved October 15, 2009, from Halloween:

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Waller Independent School District. (2008). Retrieved November 7, 2009, from General

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Waller, TX. (2009). Retrieved November 9, 2009, from City - Data.com: http://www.city-

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Where The Wild Things Are. (n.d.). Retrieved October 30, 2009, from DiscoveryEducation:

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